The current study aims to examine the effectiveness of an educational program based on cognitive load theory in developing multimedia production skills at General Diploma in Education in Najran University. Quasi-experimental study designs is used in the study and to collect data the researcher built achievement test and observation card to measure the dependent variable represented in the achievement and multimedia production skills affected by experimental treatment. The study sample is (48) students from the second level at Najran University in Saudi Arabia who registered in computers in education course, which has been divided into two groups, each with a strength (24) student, experimental group students study the computer in education course via educational program based on cognitive load theory, and the control group students study the computer in education course via traditional method. The finding of the study illustrate there is a significant differences between the study groups in academic achievement and in multimedia production skills favor to experimental group students whose study by educational program based on cognitive load theory.